For Lines
of Learning in
Construction
and Built Environment[1]
Creative
and Media
Engineering
Health and Social Care
IT
Purpose
Specialised Diplomas are qualifications that will provide an
exciting, stretching and relevant programme of learning for all young
people. Each Diploma will have pathways
to accommodate a wide range of aspirations.
They are being designed to appeal to the most capable students preparing
for the most demanding university courses, to students who would engage better
with the innovative diploma approach than with existing provision, and, where
appropriate, to students planning to enter the workforce directly from their
diploma studies.
Diplomas will give young people a real alternative to
traditional learning styles by offering an imaginative, high quality blend of
general education and applied learning.
Above all, Specialised Diplomas will help young people of
all abilities to realise their potential.
Students need the education to thrive in a constantly changing global
economy; the Diploma brings together employers and educators to help prepare
students for life and work.
Diplomas will be available at Levels 1, 2 and 3. In terms of workload and achievement, Level 1
will be equivalent to four to five GCSEs at grades D-G (600 guided learning
hours) and Level 2 to five to six GCSEs at grades A*-C (800 guided learning
hours), while Level 3 will be equivalent to three A levels (1080 guided
learning hours). A level 3 progression
qualification equivalent to two A levels (720 guided learning hours) will also
be available.
Diplomas at all levels[2]
will incorporate:
Principal Learning – this will develop knowledge,
understanding and skills relevant to a broad economic sector, using realistic
contexts and leading-edge sector relevant materials.
Additional/specialist learning – this
will allow learners to tailor their programme according to interests and
aspirations. This may include further specialisation, or complementary studies.
Generic learning - this will ensure that all
Diploma students cover common generic skills which are relevant to successful
learning and future employment. This
includes personal learning and thinking skills (PLTS), a project and maths,
English and ICT user skills (functional skills) and work experience. This generic learning will often be embedded
across the Principal Learning of the Diploma.
Details on the structure, assessment and grading of the
Specialised Diploma have been published by the Qualifications and Curriculum
Authority (QCA) and can be found at www.qca.org.uk/1158_15782.html.
Statements of Content
Each Diploma Development Partnership (led by Sector Skills
Councils, working closely with key stakeholders, including employers,
representatives from schools, further education, higher education, SSDA, QCA
and DfES) has developed a Statement of Content that will form the basis of
qualification development, to be undertaken by awarding bodies and DDPs working
in partnership. It is anticipated
that the contents of the Statements of Content will be subject to further
refinement and iteration as the qualification develops.
The Statement of Content for the Creative and Media line of
learning is to be the subject of further consultation through to 31 September,
to ensure that employers’ needs are met.
Further consultation with employers will also be taking place in the
health and social care sector. In all
cases, however, the Statements of Content provide a sound basis on which
qualification development will now start.
Qualification development
The qualification development process will continue until
March 2007, at which point awarding bodies submit qualifications to QCA for
accreditation. Prior to this, there
will be two checkpoint consultations, probably around November 2006 and February
2007, to ensure that the emerging qualifications meet the needs of all
parties. Accredited qualifications will
be published by September 2007, in advance of first teaching in September 2008.
Diploma Gateway process
The materials will also help schools, colleges and other
providers to make decisions about offering Specialised Diplomas in September
2008. A Specialised Diploma Gateway
process has been established to assess the readiness of providers to offer the
Diplomas. Local Authorities were asked
to collate expressions of interest by 7 July.
The DfES will publish detailed Gateway criteria in September. Consortia of providers will work with Local
Authorities and the Learning and Skills Council to complete self-assessment
procedures by the end of December. Regional assessment panels will validate
self-assessments during January and February 2007 and either support continued
development towards a September 2008 start or steer providers towards September
2009. Further details of the Gateway
procedures can be found at www.dcsf.gov.uk/14-19/index.cfm?sid=3&pid=224&ctype=None&ptype=Contents.
Summaries of content
The summaries that follow describe in outline the purpose,
themes and topics of each Diploma. The
form in which this information is presented does not imply particular
approaches to teaching, learning and assessment of Diploma content. Further
details, including detailed learning outcomes, content and information on
approaches to delivery, will be found by following the links to the websites of
each DDP.
Questions about Diplomas should be directed to the joint
DfES, QCA, SSDA enquiry point diploma@qca.org.uk
|
PRINCIPAL LEARNING
|
|||||||||
GENERIC LEARNING
|
ADDITIONAL/ SPECIALIST
LEARNING
|
||||||||
Overall:
To provide, through a blend of general education and applied learning a
programme which:
·
introduces young people to the fabric of the world in
which we live;
·
develops an understanding of its impact on individuals
and communities;
·
progressively builds an understanding of the physical
extent and significance of the built environment and of the activities which
shape develop and influence it.
Level 1:
To provide an introductory
programme that:
·
explores the nature and extent of the built
environment;
·
introduces the phases of the built environment life
cycle;
·
explores construction methods and techniques;
·
explores the roles of individuals employed within the
built environment.
Level 2:
To provide a programme that develops a broad understanding and working
knowledge of:
·
design considerations and architectural features
associated with the built environment;
·
the specific job roles and skills associated with the
key functions in the built environment;
·
the preparation and use of drawings and other
technical information;
·
the properties of materials used in the built
environment;
·
the tools and practical techniques used in the
design, construction, maintenance and management of the built environment.
Level 3:
To provide a programme that
develops a range of analytical and investigative skills and knowledge in
relation to:
·
the social, economic and cultural contribution of the
built environment to individuals and the community;
·
the factors and principles influencing design,
creation, maintenance and management of the built environment;
·
the contribution of activities within the built
environment;
·
the resourcing and management of projects in the
built environment;
·
the specific job roles and skills associated with key
functions in the built environment.
Principal Learning
Themes:
|
Theme |
Level
|
||
|
|
1 |
2 |
3 |
|
Design the built environment |
Factors influencing design; how planning impacts on
design; sustainability and environmental protection; properties of a range of
materials and their impact on design; why structures are designed in the way
they are; design principles illustrated through design of a simple structure |
Factors influencing the design process, planning
requirements and their impact on design; use of utilities and the use and
properties of materials; the nature and use of sustainable materials and
their influence on design; technical information used in design; common
structural forms and building elements; design principles illustrated through
design of and evaluation of a complex structure |
Historical and political infrastructure, including
transport, economic, social and aesthetic factors; stages of the design and
planning processes; influence of health, safety and environmental factors;
provision of primary services utilities to the design of buildings; impact of
projected climate change on design, minimising energy demand and reducing
emissions |
|
Create the built environment |
Construction materials and methods over time; safe working
practices to undertake basic operations; major requirements for health and
safety and environmental protection; use of range of hand tools and
equipment; use of sustainable materials and processes; specified job roles;
basic technical information |
Main job roles, relationships, career pathways,
qualifications and progression; range of technical information; methods and
techniques used in construction of ground works, substructures and external
works; range of hazards and risks; good practice in safe working techniques;
range of tools, materials and personal protective equipment |
Main job roles, relationships, career pathways,
qualifications and progression; ways of protecting and maintaining the
environment; range of project management tools and techniques, including
quality assurance and project monitoring; health, safety and environmental
factors; existing and developing processes used in the creation of the built
environment; conserving natural resources and recycling waste |
|
Theme |
Level
|
||
|
|
1 |
2 |
3 |
|
Value and use of the built
environment |
Impact of existing infrastructure and transport services
on people and places; ensuring the welfare of people using the built
environment; use of sustainable materials and processes; life cycle of
structures and their contribution to economic and social development |
Social, environmental and economic components and benefits
of sustainability; contribution of built environment to physical, spiritual
and emotional wellbeing and economic prosperity; activities and roles in
maintenance and service support functions; facilities management and support
services; property services and housing |
Engaging stakeholders and communities; ways of protecting
and maintaining the environment; social, economic and commercial contribution
of built environment to wider community; role of asset management in economic
and social development; protecting the physical structure of the built
environment |
Additional and specialist topics and pathways[3]:
Additional topics will be available in languages at each level, in customer service at levels 1 and 2 and in health and fitness at level 1. Further additional topics will be created during qualification development.
Specialist topics will be available as follows:
Level
|
Pathways |
Specialist (depth) |
|
1 |
Not applicable at this level |
Construction and the built environment and its impact on
individuals and communities |
|
|
|
Handling and storing resources |
|
|
|
Investigating building maintenance |
|
|
|
Living in the built environment |
|
|
|
Supporting the built environment |
|
|
|
Modern methods of construction |
|
|
|
Building services engineering |
|
|
|
Engineering construction |
|
2 |
Construction |
Performing within wood related construction operations |
|
|
|
Performing within trowel related construction operations |
|
|
|
Performing within decorative related construction
operations |
|
|
|
Performing within construction and civil engineering
operations |
|
|
|
Performing within construction industrial pipefitting
operations |
|
|
|
Performing within metal related operations |
|
|
|
Management of resources, plant and equipment |
|
|
|
Installation and assembly of prefabricated units |
|
|
|
Performing structural steelworking operations |
|
|
|
Performing glazing operations |
|
|
|
Welding and fabrication |
|
|
Building Services Engineering |
Building services engineering |
|
|
|
Performing plumbing operations (double topic) |
|
|
|
Performing refrigeration and air-conditioning operations
(double topic) |
|
|
|
Performing electrical installation operations (double
topic) |
|
|
|
Performing heating and ventilation operations (double
topic) |
|
|
Management of built assets |
Facilities management and support services |
|
|
|
Housing services |
|
|
|
Surveying for the built environment |
|
|
|
Sale and letting of residential, industrial and commercial
property |
|
|
|
Planning in construction and the built environment |
|
|
|
Introduction to valuation |
|
|
|
Community management and regeneration |
Level
|
Pathways |
Specialist (depth) |
|
2 |
Available in any pathway[4] |
Performing built environment maintenance operations |
|
|
|
Relationship of construction and the built environment to
the wider community |
|
|
|
Design in construction and the built environment |
|
3 |
Construction |
Relationship of construction and the built environment to
the wider community |
|
|
|
Site surveying (double topic) |
|
|
|
Civil engineering construction (double topic) |
|
|
|
Energy and utility supply (double topic) |
|
|
|
Construction health and safety (double topic) |
|
|
|
Setting out processes (double topic) |
|
|
Building Services Engineering |
Integrated facilities management and support services |
|
|
|
Building services engineering (electrical) (triple topic) |
|
|
|
Building services engineering (mechanical) (triple topic) |
|
|
Management of Built Assets
Pathway |
Sale, letting and management of built assets |
|
|
|
Valuation services |
|
|
|
Relationship of the built environment to the wider
environment and community |
|
|
|
Integrated facilities management and support services |
|
|
|
Community management and regeneration |
|
|
|
Housing management services |
|
|
|
Site surveying |
|
|
|
Residential block management |
|
|
|
Building surveying and support services |
|
|
Management in the Built
Environment Pathway |
Financial management and control |
|
|
|
Supply chain relationship management |
|
|
|
Managing the built environment |
|
|
Management in the Built
Environment Pathway (cont) |
Team leadership and participation |
|
|
Available in any pathway[5] |
The regulatory framework and compliance |
|
|
|
Planning the built environment |
|
|
|
Technical drawing |
|
|
|
Client, customer and supplier management in the built
environment |
Level
|
Pathways |
Specialist (depth) |
|
3 |
|
Mathematical techniques in construction and the built
environment (quadruple topic) |
|
|
|
Measuring, tendering and estimating processes in
construction and the built environment |
|
|
|
Sciences and materials in construction and the built
environment (triple topic) |
|
|
|
Structural mechanics |
|
|
|
Design |
|
|
|
Renewable energy sources |
|
|
|
Heritage (double topic) |
|
|
|
CAD |
Detailed information about the Diploma in Construction and
Built Environment can be found at www.cbediploma.co.uk
Creative and Media
Overall:
To provide, through a blend of general education and applied learning a
programme which:
·
develops creativity and confidence in young people’s
ability to think, question, explore, create and communicate;
·
develops knowledge and skills in the broad context of
the creative and media sector;
·
focuses on processes within the sector, enabling
young people to apply their skills and knowledge in a range of contexts.
Level 1:
To provide an introductory
programme that:
·
provides a basic introduction to a range of creative
and media sectors;
·
develops knowledge of the sectors and practical
skills central to a range of disciplines;
·
builds the basic skills required for realising
individual creativity.
Level 2:
To provide a programme that develops a broad understanding and working
knowledge of:
·
the tools with which to explore creative ideas;
·
practical skills, materials and technologies, applied
in a range of disciplines;
·
the production processes and transferable skills in a
range of creative and media sectors.
Level 3:
To provide a programme that
develops a range of analytical and investigative skills and knowledge in
relation to:
·
advanced practical skills, materials and
technologies, applied in a range of disciplines;
·
application and critical analysis
·
inter-disciplinary application of skills and
knowledge.
Principal Learning Themes[6]:
|
Theme |
Purpose |
|
Creativity in context |
To engender an awareness of the
wider context of creative production and of the activities of the creative
and media sectors. Learners will be
encouraged to adapt a degree of criticality, appropriate to the level of
learning, informing their own response to the work of others, influencing
their own creative process and learning to consider the influences and impact
of the wider context |
|
Thinking and working creatively |
To foreground the skills and
attitudes that will develop and nurture creativity. The broad objectives will develop over the
course and be evidenced in the planning and review process. A range of tools and an environment
conducive to strengthening creative problem solving and critical evaluation
skills will be used to equip learners with the confidence and tenacity to
follow creative ideas through to resolution |
|
Principles, processes and
practice |
To develop practical skills and
techniques at the heart of the creative production process, which, along with
the theoretical knowledge that underpins them, will equip learners with the
tools they require to realise and communicate their ideas. Central to the theme is a focus on new and
emerging technologies and platforms and the impact these are having on
traditional practice, and the development of skills and techniques that are
at the cutting edge of creative and media production |
|
Creative businesses and
enterprise |
To develop learners’ knowledge
of the business context of creative and media production, and to equip them
with the skills to support future sustainability as practitioners in a
commercial market place. The learning
objectives seek to develop a fundamental appreciation of the creative and
media industries and knowledge of the skills required to succeed in a highly
competitive and demanding market. |
The themes are developed and applied in the context of the
sectors and disciplines included in the Creative and Media Diploma.
Sectors and disciplines included
in the Creative and Media Diploma
|
2D Visual Art 3D Visual Art Craft Graphic Design Product Design Textile Design Footwear Design |
Printing Publishing Advertising Drama Dance Music Film |
Television Radio Interactive Media Animation Computer Games Photo Imaging Creative Writing |
At level 1 the sectors and
disciplines are grouped into four topics, and learners opt for one or
|
Level |
Topics |
Disciplines |
|
1 |
Performing arts |
Drama, music, dance |
|
|
Visual arts |
2D art, 3D art, craft |
|
|
Design |
Graphic design, product design, fashion design |
|
|
Moving image |
Film, television, animation |
|
|
Digital and interactive media |
Interactive media, computer games, photo imaging |
At level 2 there will be a
mandatory diagnostic induction module, introducing a range of creative and
design skills and practices and informing decisions about options to study from
the disciplines available at this level (number and therefore breadth of
disciplines to be studied to be greater than at level 3 – details to be
confirmed following further development work).
|
2 |
Diagnostic |
Drama, music, dance |
|
|
|
2D art, 3D art, craft |
|
|
|
Graphic design, product design, fashion design, textile
design, print & publishing, advertising |
|
|
|
Film & television, radio |
|
|
|
Interactive media, animation, computer games, photo
imaging |
|
|
|
Creative writing |
At level 3 the diagnostic
induction module will be mandatory for those learners who have not progressed
from the level 2 Creative and Media Diploma.
It is proposed that learners are able to opt for five of the disciplines
available enabling some degree of specialisation.
|
3 |
Diagnostic[7]
|
Drama, music, dance |
|
|
|
2D art, 3D art, craft |
|
|
|
Graphic design, product design, fashion design, textile
design, print & publishing, advertising |
|
|
|
Film, television, radio |
|
|
|
Interactive media, animation, computer games, photo
imaging |
|
|
|
Creative writing |
Additional and specialist topics and pathways:
Further details about additional
and specialist topics and pathways will be available by 31 September
Detailed information about the Diploma
in Creative and Media can be found at
Engineering
Overall:
To provide, through a blend of general education and applied learning a
programme which:
·
gives young people up to the minute skills, knowledge
and understanding of the costs and benefits of engineering;
·
develops an understanding of the crucial role of
engineering in shaping the world in which we live;
·
develops essential transferable skills associated
with problem-solving, creative thinking, team working, communication and
generating ideas.
Level 1:
To provide an introductory
programme that:
·
stimulates and engages learners to pursue a career in
engineering;
·
challenges preconceptions and explores opportunities
in engineering;
·
gives learners an understanding of the ‘made world’
and the wonderful variety of choices available.
Level 2:
To provide a programme that develops a broad understanding and working
knowledge of:
·
career opportunities available in engineering;
·
selected engineering specialisms;
·
general engineering principles that cover all the
sectors and industries;
·
maths and science skills applied in engineering
business contexts.
Level 3:
To provide a programme that
develops a range of analytical and investigative skills and knowledge in
relation to:
·
the ‘real world’ business context for engineering
which is future orientated;
·
innovation and entrepreneurship, business and risk
management in engineering;
·
advanced level engineering topics;
·
applied engineering science and maths that meet
higher education entry and employer requirements.
Principal Learning
Themes:
|
Theme |
Level
|
||
|
|
1 |
2 |
3[8] |
|
The Engineered World |
Contribution of engineering to
today’s world, in relation to careers, sectors, products and social and
economic impact |
Wide range of engineering sectors and careers and impact
of engineering on everyday lives in relation to careers, sectors, products
and social and economic impact. |
Career and professional development, setting goals and
objectives, exploring different progression opportunities through placements |
|
Discovering Engineering
Technology |
Fundamental engineering principles and products; nature of
engineering systems and materials; simple investigations and experiments on
engineered products and systems for investigating basic engineering problems,
all in relation to health and safety, use of tools and manual skills, working
with engineering data, engineering materials, calculations for engineers,
design principles, CAD CAM, electronic and electrical systems and operational
maintenance |
Principals of engineering design in relation to producing
designs, producing and interpreting technical information, evaluating,
modifying and presenting designs; engineering applications of computers in
relation to process control, fault diagnosis and product design; engineering
systems, solutions and products in relation to specifications, planning,
processes, quality and health and safety; electronic and electrical systems
in relation to circuits, use of units and formula, safe working practices;
quality control and maintenance |
Three topics selected from aeronautical engineering,
civil/structural engineering, power generation, control engineering,
electronic engineering, mechanical engineering |
|
Theme |
Level
|
||
|
|
1 |
2 |
3 |
|
Engineering the Future |
New engineering technologies; ways in which engineering
will be used in the future; impact of engineering on the wider world, all in
relation to new materials and systems, energy sources, alternative energy and
recycling and sustainability |
Innovative design and enterprise in relation to
engineering problems and solutions and environmental and social impact of
engineering and sustainability; impact of technological change on businesses,
the economy and society, in relation to new materials, technologies, products
and processes, research and development and energy requirements and
sustainable resources |
Role of engineering in the context of everyday living,
including the positive and negative impact of engineering on society and the
environment, the sustainability of businesses and resources in the 21st
century and the moral and ethical judgements and beliefs of engineering and
how they could enable environmental solutions and support the work/life
balance |
|
Analytical Methods for Engineering |
Not required at this level |
Application of mathematical and scientific principles in
relation to a minimum of two of engineering areas from transportation,
manufacturing, energy generation/processing, engineering systems,
electrical/electronics, mechanical, process and maintenance engineering |
Application of underpinning maths and physics content and
analytical methods within an engineering context, in relation to the
development of mathematical and scientific ideas, thinking logically,
understanding mathematical and scientific concepts, building appropriate
mathematical and scientific models, solving problems using mathematical and
scientific techniques and developing critical thinking and reasoning
techniques to analyse mathematical and scientific data |
|
Theme |
Level
|
||
|
|
1 |
2 |
3 |
|
Maintenance and building
services |
Not required at this level |
Not required at this level |
Importance of planned maintenance for engineered systems
and products in terms of cost, loss of production time or use of product |
Additional and specialist topics and pathways[9]:
Additional topics will be available in languages, customer service and health and safety at levels 1 and 2. Further additional topics will be created during qualification development.
Specialist topics will be available as follows:
Level
|
Pathways |
Specialist (depth) |
|
1 |
tbc |
Foundation skills for vehicle maintenance |
|
|
|
Foundation skills for fitting and repair |
|
|
|
Foundation skills for body and paint |
|
|
|
Foundation skills for vehicle electrical systems |
|
|
|
Introduction to transport engineering |
|
|
|
Computer upgrading and maintenance |
|
|
|
Understanding automated technologies (pneumatics) |
|
|
|
Understanding machining engineering materials |
|
|
|
Cutting and forming engineering materials |
|
|
|
Planning and making a machined product (double topic) |
|
2 |
tbc |
Intermediate skills for motor vehicle principles (double
topic) |
|
|
|
Intermediate skills for vehicle maintenance (double topic) |
|
|
|
Intermediate skills for fitting and repair |
|
|
|
Intermediate skills for body and paint (double topic) |
|
|
|
Intermediate skills for motorsports (double topic) |
|
|
|
Intermediate skills for in electrical and electronic
systems (double topic) |
|
|
|
Petroleum technology (double topic) |
|
|
|
The process industry (double topic) |
|
|
|
Introduction to utilities engineering |
|
|
|
Renewable energy |
|
|
|
Engineering and maintenance in bus and coach industries
(double topic) |
|
|
|
Engineering and maintenance in the rail industry (double
topic) |
|
|
|
New technologies (eg. nanotechnology) |
|
|
|
Robotics (double topic) |
|
|
|
Bioengineering (double topic) |
|
|
|
Aerospace engineering (double topic) |
|
|
|
Medical engineering (applications of physics) (double
topic) |
|
|
|
Business improvement technologies |
|
|
|
Telecommunications technologies (double topic) |
|
|
|
Business enterprise |
|
|
|
Programming CNC machines (double topic) |
|
|
|
Welding and fabrication – fabrication processes |
|
|
|
Performing heating and ventilation operations |
|
|
|
Performing refrigeration and air-conditioning operations |
|
|
|
Performing plumbing operations |
Level
|
Pathways |
Specialist (depth) |
|
2 |
|
Building services engineering |
|
3 |
tbc |
Advanced skills in vehicle electrical systems (double
topic) |
|
|
|
Advanced skills in vehicle electronic components (double
topic) |
|
|
|
Advanced skills in vehicle electronic ancillary and
information systems (double topic) |
|
|
|
Industrial applications of chemical reactions (double
topic) |
|
|
|
Industrial applications of organic chemistry (double
topic) |
|
|
|
Plastics processing (double topic) |
|
|
|
Polymer science (double topic) |
|
|
|
Polymer technology (double topic) |
|
|
|
Practical chemical analysis (double topic) |
|
|
|
Chemical and process engineering |
|
|
|
Renewable energy |
|
|
|
Engineering and maintenance in bus and coach industries
(double topic) |
|
|
|
Engineering and maintenance in the rail industry (double
topic) |
|
|
|
Sports engineering (double topic) |
|
|
|
Biomechanics (double topic) |
|
|
|
Medical instrumentation (double topic) |
|
|
|
Marine engineering (double topic) |
|
|
|
Nuclear and particle physics (double topic) |
|
|
|
Aerospace engineering principles and practice (double
topic) |
|
|
|
Aerodynamics (double topic) |
|
|
|
Building services engineering (mechanical) |
|
|
|
Building services engineering (electrical) |
Detailed information about the Diploma in Engineering can be
found at www.engineeringdiploma.com
Health and
Social Care
Purpose
Overall:
To provide, through a blend of general education and applied learning a
programme which:
·
places the intrinsic value of all human beings its
heart;
·
gives young people an understanding of the health,
social care, children’s and community justice workforces;
·
develops essential transferable skills associated
with problem-solving, creative thinking, team working, communication and
generating ideas.
Level 1:
To provide an introductory
programme that:
·
develops an awareness of the purpose, structure and
practical workings of the health, social care, community justice and the
children’s sectors;
·
identifies principles and values in relation to
legislation and codes of practice;
·
explores the importance of partnership working,
communication, information sharing and health and safety issues;
·
develops an understanding of the relationships
between lifestyle and health and wellbeing, and the cyclical nature of service
delivery;
·
builds a basic awareness of pre-natal, child, young
person and adult development.
Level 2:
To provide a programme that develops a broad understanding and working
knowledge of:
·
partnership working, communication, information
sharing and health and safety issues in selected sectors;
·
personal and professional development needs within
the sector, linked to reflective learning;
·
safeguarding and protecting individuals from harm and
abuse;
·
infection prevention and control;
·
health, wellbeing, lifestyle, needs and human growth
and development
·
causes and impact of offending behaviour;
·
supporting children and young people’s development;
·
health care services, procedures and medication;
·
the social care model.
Level 3:
To provide a programme that
develops a range of analytical and investigative skills and knowledge in
relation to:
·
the dynamics of the sector context, its underlying
principles of valuing individuals and how this can conflict with service
provision and the role of the professional;
·
partnership working, including information sharing
and the challenges of planning and managing resources within a finite
provision;
·
the importance of continuing professional development
in relation to the quality of provision in each sector;
·
the use of current evidence applied in the workplace
for the care, development, protection and safety of the individual.
Principal Learning Themes:
Theme
|
Level
|
||
|
|
1[10] |
2[11] |
3[12] |
|
The sector context |
Overall purpose, structure and practical workings of the
health, social care, children and young people’s workforce, and the justice
sector |
Not applicable at this level as it is integrated into each
of the sector specific themes |
How services are delivered across the different sectors,
locally, regionally and nationally; impact of selected policies or reforms on
service provision; interface between different types of service provision
across the sectors |
|
Principles and values |
Awareness of key principles and values enshrined in
legislation and codes of practice, and importance of confidentiality |
Diversity, equal opportunities, culture and belief systems
and inappropriate behaviour |
Protecting and promoting the rights and responsibilities
of individuals and groups; impact of diversity and equal opportunities on
practice in each sector; confidentiality and disclosure balance |
|
Partnership working |
Importance of partnership and team-working and
relationship with individuals receiving services |
Dynamics of partnership working in selected sectors and
services |
Dynamics of partnership working in selected sectors and
services including statutory and non-statutory arrangements; central role of
people using services in partnership working |
Theme
|
Level
|
||
|
|
1 |
2 |
3 |
|
Communication and information sharing |
Communication methods and skills, importance of
information sharing and record keeping |
Factors affecting successful communication in sector specific
contexts; terminology used in sectors; methods of information sharing and
record keeping in different sectors and groups of people |
Analysing barriers to successful communication,
information sharing and record keeping in different sectors and groups of
people; identifying and minimising risks |
|
Health, safety, security, risk |
Key legislation and policies put in place to maintain,
health, safety and security; assessing risks to self and others; main causes
of infection; methods for protecting individuals from harm and abuse |
Legislation and regulations put in place to maintain,
health, safety and security; organisational polices and procedures;
maintaining a healthy, safe and secure environment; dealing with health
emergencies |
Legislation and regulations put in place to maintain,
health, safety and security; organisational polices and procedures; risk
assessments; conflict resolution and coping strategies; maintaining a
healthy, safe and secure environment; dealing with health emergencies;
challenges and issue resolution options |
|
Health, wellbeing and lifestyle |
Activities and factors affecting health and wellbeing,
including the assessment and management of health and wellbeing through
selected examples |
Activities and factors affecting health and wellbeing; personal
health plans; promoting health and wellbeing |
Available as an additional/specialist theme |
|
Addressing needs |
Breadth of individual needs; examples of interventions |
Breadth and assessment of individual needs; examples of
interventions and involvement of individuals receiving services |
Available as an additional/specialist theme |
Theme
|
Level
|
||
|
|
1 |
2 |
3 |
|
Human growth and development |
Key developmental aspects; baseline measurements;
importance of play; life events and their impact |
Key developmental aspects; methods of assessment and
observation and the role of the four sectors; life events and their impact |
Available as an additional/specialist theme |
|
Personal and professional development |
Not applicable at this level (covered through the
reflective learner section of the PLTS) |
Methods of personal and professional development and the
concept of ‘reflective practice’ |
Impact of personal and professional development and
‘reflective practice’ on the quality of service; personal development plans;
role of research and support organisations |
|
Safeguard and protect individuals |
Integrated into principles and values and the health,
safety, security and risk themes |
Key legislation and organisational procedures; procedures
for identifying individuals potentially at risk and importance of reporting
and follow-up procedures |
Key legislation and organisational procedures and their
impact on professional practice; procedures for identifying and protecting
individuals at risk |
|
Infection prevention and control |
Not required at this level |
Types and causes of infection and standard precautions to
prevent spread; food hygiene |
Available as an additional/specialist topic |
|
Causes and impact of offending behaviour |
Not required at this level |
Overall purpose and structure of the justice sector;
patterns of and factors affecting offending behaviour; Crime and Disorder
Reduction Partnerships; penalties; impact of crime on individuals |
Available through additional/specialist topics |
Theme
|
Level
|
||
|
|
1 |
2 |
3 |
|
Supporting children and young people’s development |
Not required at this level |
Areas of development and activities contributing to and
supporting growth and wellbeing; purpose, structure and role of the children
and young people’s workforce |
Available through additional/specialist topics |
|
Health care services, procedures and medication |
Not required at this level |
Purpose and structure of the health sector; common
conditions and treatments and their impact on individuals; normal baselines
and their measurement |
Available through additional/specialist topics |
|
The social care model |
Not required at this level |
Purpose and structure of the social care sector; social
care models and methods; balancing competing priorities |
Available through additional/specialist topics |
Additional and specialist topics and pathways:
Additional topics will be created during qualification development. For some progression pathways there are HEI defined entry requirements relating to current A levels that may be incorporated.
Specialist topics will be available as follows:
Level
|
Pathways |
Specialist (depth) |
|
1 |
Not applicable at this level |
tbc |
|
2 |
Not applicable at this level |
tbc |
|
3 |
Society, Health and Development |
Addressing needs |
|
|
|
Infection prevention and control |
|
|
|
Health, wellbeing and lifestyle |
|
|
|
Supporting adults through transitions |
|
|
Society, Health and Development
(Justice) |
Causes of, and responses to, offending behaviour |
|
|
|
The impact of offending behaviour on individuals and
communities |
|
|
Society, Health and Development
(Children and Young People) |
Supporting children and young people’s development |
|
|
|
Play and learning |
|
|
|
Supporting children and young people through transitional
processes |
|
|
Society, Health and Development
(Health) |
Health conditions and treatments |
|
|
|
Nutrition and health |
|
|
Society, Health and Development
(Social Care) |
Promoting independence in social care |
|
|
|
Group work in social care |
|
|
|
Leadership and management |
|
|
|
Ethical dilemmas, judgements and decision making in social
care practice |
Detailed information
about the Diploma in Health and Social Care can be found at www.skillsforhealth.org.uk
IT
Overall:
To provide, through a blend of general education and applied learning a
programme which:
·
reflects the blend of business, technical and
interpersonal skills needed in modern IT and Telecoms professional roles;
·
develops valued transferable skills in English and
communications; Maths; project management; and Personal, Learning and Thinking
Skills;
·
encourages
Level 1:
To provide an introductory
programme that:
·
provides an introduction to the use of technology by businesses;
·
enables
a learner to create a simple technology system;
·
develops
problem solving and communication skills.
To provide a programme that develops a broad understanding and working
knowledge of:
·
how
technology is transforming organisations;
·
the
design of technology systems to meet identified business needs;
·
problem
solving in a technical environment;
·
personal
effectiveness in a business-like environment, in particular the use of language
and number.
Level 3:
To provide a programme that
develops a range of analytical and investigative skills and knowledge in
relation to:
·
the
contribution of technology in the current global business environment;
organisational structures and styles, with particular reference to the impact
of technology;
·
the
success or failure of projects, and the development of high quality project
plans;
·
technology
fundamentals, including designing, developing and testing technology solutions
that deliver identified business benefits;
·
managing
technology system operations including systems availability, technical problem
solving and change management;
·
operating
effectively in the business environment, including English and Maths to the
standards required in the professional workplace.
Principal Learning Themes[13]:
|
Theme |
Level
|
||
|
|
1 |
2 |
3 |
|
Business |
The digital world: the range of ways in which
technology helps businesses to achieve their objectives |
Technology in business | |